Understanding by Design: Can it cultivate critical thinkers and engage global citizens in international schools?

Schools are evolving, notably international schools. However, as a growing number of parents turn to independent models for the best preparation for their children's future iit is essential to have an ever-changing and united curriculum design system.

One of these systems — Understanding by Design (UbD) — designed by Grant Wiggins and Jay McTighe pledges a sturdy framework towards these ends. But does it really deliver as promised? This piece will take a look at some of its advantages while also echoing the sentiments of those who oppose its adoption.

Connected curriculum design presents the primary conundrum: how can we craft learning adventures that truly make a difference in students' minds? Understanding is what UbD stands for— not just knowledge. The paths to these ends are manifold and increasingly tending towards collaboration plus experience.

UbD adopts a three-phase process— back design— aiming not only at deep learning but also nurturing skills:

• Results Wanted: An unmistakable distinction of acquisition, understanding, and transfer goals.
• Educators As Assessors: "Curriculum planners should first decide what they will accept as evidence of student understanding and proficiency, Wiggins and McTighe contended. Only then should they turn their attention to designing lessons. This approach "turns curriculum planning on its head," said McTighe, who directs the Maryland Assessment Consortium." (UBD, 2024)
• Experiences Planned: Using essential questions to frame content and promote cognitive engagement.

In essence, UbD focuses on these major tenets while striving for effective curriculum design that fosters rich learning experiences.

There are some benefits of using UbD in international schools.

First and foremost, it places a premium on critical thinking development— an increasingly non-negotiable skill for students in today's world overflowing with information. According to John Hattie, a prominent educational researcher, deep learning that enables students to apply acquired knowledge innovatively is a major determinant of student success. This transfer-focused approach resonates well with international school contexts, where students deal with intricate global issues and varied perspectives.

Secondly, UbD zeros in on nurturing informed global citizens through education.  What does that mean? The framework prompts educators to reflect on the ultimate goal of education— the ability to use learnt concepts in real-life and even novel situations. Picture students using their scientific knowledge and critical thinking skills to suggest climate change mitigation strategies for their local communities: it instills a sense of global responsibility that they can easily relate to.

There are critics however. One concern for adopting UbD is the time required for the initial planning stages. Critics say that extensive upfront work is burdensome, which means teachers might not deliver as much input in under-resourced settings (Chickering & Reisser, 1993). But research suggests that efficiency comes with the implementation of UbD; while it does require effective onboarding and training, proponents believe that well-designed UbD units can be adapted over time and hence reduce need for constant lesson planning (Guskey, 2000). Addressing the Critics: Striking a Balance.

Another critique focuses on the accusation that UbD has the capability to confine teacher creativity in class. Critics say focusing on predetermined results kills those unexpected teachable moments which many times bring more light to instruction (Sahlman, 2010). Nevertheless, the supporters of UbD argue that the framework actually fosters adaptability and flexibility. Designing instruction by first determining what students need to know and then what they are interested in allows teachers to customize instruction— though within some established parameters— leaving space for creativity (Wiggins & McTighe, 2005).

UbD at the international school level encourages the use of essential questions that spark critical thinking and challenge students to grapple with complex issues.

A third criticism focuses on the potential for UbD to be overly focused on assessment— that there can be a narrowing of curriculum resulting in a "teaching to the test" mentality (Popham, 2001). Nevertheless, UbD supporters stress that it is essential to utilize diverse assessment methods. These include performance-based assessments that enable educators not only to evaluate students’ understanding of issues but also critical thinking and problem-solving skills as well as collaborative communication abilities.

The international school setting presents a unique opportunity to leverage UbD for fostering not just deep understanding but also the development of well-balanced individuals and globally minded contributors. The diverse student body becomes a resource, allowing educators to design learning experiences that explore content from multiple perspectives.

Maybe there’s a world history class where students from different backgrounds research and present on historical events, such as World War I, from the perspectives of various nations. Maybe they find documents unique to their host/home country and translate those to English, providing a new cultural context and perspective on what is being explored. You get the idea.

As a leading principle, UbD encourages the use of essential questions that spark critical thinking and challenge students to grapple with complex issues. For instance, an essential question in a science class studying climate change could be: "How can scientific research and technological innovation be used to address the environmental and social challenges posed by climate change in different regions of the world?" The idea is that this sort of leading question encourages students to not only understand the science behind climate change but also to consider the ethical implications and potential solutions, fostering a sense of global responsibility. Not that this sort of thinking isn't happening every day at many schools- it's just that it wants to be a leading, concerted and celebrated principle.

Technology can also play a vital role in supporting UbD implementation in international schools. Online resources and collaborative platforms can provide students with access to diverse perspectives and allow them to connect with peers from around the world on projects. For example, students in a literature class could use video conferencing to discuss literary works with students from another international school, fostering intercultural understanding and communication skills.

In addition to nurturing critical thought and active global participation, UbD also nurtures a number of essential skills for success in a globalized world:

Individuals who are learning on their own: UbD fosters the student's own claim of owning their education. Through concentrating on what it is they are supposed to understand by the end of the learning period and what they can apply, learners are propelled to not only memorize information but also be curious enough to develop queries, undertake independent research, and draw information from different resource points. These projects and research assignments will help students develop self-learning skills that will sustain their learning even in future.

Effective Communicators: The international classroom is known to enhance cooperation and communication among students hailing from different cultural backgrounds. UbD's performance-based assessments that largely involve teamwork create avenues for learners to fine-tune their communicative abilities within a setting characterized by diversity, if not multilingualism. Students are expected to learn how to express their ideas clearly, listen respectfully to divergent views and cooperate effectively towards common goals— all good things to be sure.

Harmonious Individuals: UbD does well to recognize that intellectual development alone cannot be sufficient. It should be accompanied by social and emotional wellness; hence the introduction of essential questions like those that border on ethics or environmental sustainability tend to draw critical thinking from learners alongside empathy, cultural awareness, and global citizenship. It is experiences such as these that go a long way in molding individuals who are balanced enough to find their way around the world’s intricacies.

In the near future, UbD is poised to further influence the educational realm specifically in international school settings. Real models that foster ideas involving deep understanding and critical thinking— whilst bridging cross-cultural collaboration— do exist and can inspire others. The tenets of UbD that include transfer of learning and problem-solving, coupled with a keen focus on global citizenship, hold significant practical value for these institutions.

UbD can be tailored to match the ever-changing requirements of international schools which are also tailored according to students with a wide range of abilities — if properly applied.

Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco, CA: Jossey-Bass.

Guskey, T. R. (2000). Evaluating student learning in the classroom. Thousand Oaks, CA: Corwin Press.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, England: Routledge.

Popham, W. J. (2001). The truth about testing: An educator's call to action. Alexandria, VA: ASCD.

Sahlman, W. E. (2010). How schools work. New York, NY: Teachers College Press.

Understanding by Design. (2024). ASCD. https://www.ascd.org/el/articles/understanding-by-design

‌Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.

 

 

 

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